Speech
The Education Secretary refers to the PISA survey of international education performance to outline how whole-system reform is needed to build a world-class education system.
There could be no better way to start 2011 for me than by welcoming you all here to London.
Because this second decade of the twenty-first century will be characterised by uniquely daunting challenges - but it also holds out amazing opportunities.
The challenges are so daunting because they are global in scope and as testing as any our generation has known.
But the opportunities are even greater because there is the chance - in this generation - to bring freedom, opportunity, knowledge and dignity, material plenty and personal fulfilment to many more of our fellow citizens than ever before.
The great Italian Marxist thinker once enjoined on his followers an attitude he defined as pessimism of the intellect, optimism of the will.
What he meant was that we should be clear eyed about the difficulties we face, but undaunted, determined and resolute in our belief they can be overcome.
Our world does face huge problems.
A resurgent wave of ideologically motivated terrorism and renewed conflicts between peoples threaten millions. Our global environment is threatened by resource depletion and thoughtless exploitation. A dramatically growing, and increasingly youthful, world population chafes against constraints which deny millions the chance to live their dreams. Economic growth has been spread inequitably and nations which are adjusting to reality after years of folly are finding the process, inevitably, painful.
But bumpy, indeed turbulent, as the journey ahead might be, we are also fortunate in knowing what the best route not just to safety, but to plenty, will be.
It is the pursuit of knowledge.
Nothing is so effective a solvent of hatred and prejudice as learning and wisdom, the best environmental protection policy to help the planet is a scientific innovation policy which rewards greener growth, the route to fulfilment for the next generation is dedication to study, hard work and restless curiosity and the single most effective way to generate economic growth is invest in human and intellectual capital - to build a better education system.
So, in that sense, in talking to those who lead the world’s education systems I have the unique privilege of talking to those who will lead the world out of the dark valley we are currently navigating and onto sunlit uplands where opportunity beckons.
It is, certainly, a special privilege to be involved in shaping education policy at the moment. Because as well as laying the foundations for a world which is better, we are also ensuring that we live in societies which are fairer.
For most of our history people have been victims of forces beyond their control.
Accidents of birth - like where individuals were born, both geographically and in class terms, as well as what their parents did for a living - proved overwhelmingly likely to dictate people’s future.
But education is the means by which we can liberate people from those imposed constraints. It allows individuals to choose a fulfilling job, enrich their inner life and become authors of our own life stories.
And that is why education reform is the great progressive cause of our times.
The Education World Forum is so important because it demonstrates our shared belief that we can educate our children to an ever higher standard and achieve the levels of fairness and social mobility that have long eluded us.
In the coming days, we have an opportunity to talk in detail about the issues that we face, share our expertise and strengthen the bonds between our countries. I’m also delighted that many of you will have the chance to see for yourselves the very best of the British education system.
I am pleased that so many young people in Britain today are enjoying a superb education - and pleased that in many areas we have made progress over the years. In particular, I am overjoyed that we have so many great teachers and headteachers who are playing an increasingly important part in transforming our system for the better.
But I am also conscious that in the world of education, by definition, the quest to improve never ends.
Education is a process of continual learning, of crossing new boundaries, exploring new territory, restless curiosity and perpetual questioning.
And as I have been in this job one of the things I have learned is that we can only improve our own education systems if we make them as open to new thinking, as free to learn, as flexible and innovative, as possible.
Because with every year that passes we are privileged to enjoy new insights about how best to organise schools, how best to inspire pupils, how to use new technology, how the brain absorbs knowledge, how teachers can best motivate, how parents can better support, how governments can best invest.
And we are uniquely fortunate that speaking at this conference are two men who have done more than any others to help us understand what works in the world of education. And by listening to them we can see how much further we all have to go.
Yesterday, you heard from a man I recently have described as the most important man in the British education system - but he could equally be the most important man in world education.
Later this morning, you will hear from the man who is vying with him for that accolade.
Neither will teach a single lesson this year, neither are household names, neither - unsurprisingly - are education ministers - but both deserve our thanks and the thanks of everyone who wants to see children around the world fulfil the limit of their potential.
They are Andreas Schleicher and Michael Barber.
Andreas Schleicher is a German mathematician with the sort of job title that you wouldn’t wish on your worst enemy - head of the indicators and analysis division (directorate for education) at the Organisation for Economic Cooperation and Development.
On the face of it, a job description like that might seem like the title of the bureaucrat’s bureaucrat - but in truth Andreas is the father of more revolutions than any German since Karl Marx.
Because Andreas is responsible for collating the PISA league tables of international educational achievement. He tells us which nations have the best-performing education systems and then analyses that data to determine why that is the case.
When the first PISA league tables were published they demonstrated, to the amazement of the German political classes, that their education system was nowhere near the position of world leadership they had fondly imagined.
The phenomenon of discovering just how relatively poorly the German education system performed was termed ‘Pisa-Schock’ and it stimulated a furious debate about how Germany could catch up.
In the US, education experts described the 2006 PISA report as our generation’s ‘Sputnik moment’.
The evidence that 15-year-olds in the Far East were so comfortably outperforming American pupils in maths and science sent the same shockwaves through the West as the Soviet Union’s surprise satellite launch in 1957, an event which prompted a radical reform of science education in the US.
But just because you come top in PISA these days doesn’t mean you rest on the laurels Andreas fashions for you. Far from it.
What characterises those nations which are themselves top performers - such as Singapore and Hong Kong - is that they are restless self-improvers.
They have also eagerly examined every aspect of Andreas’s research to see what their principal competitors are doing with a view to implementing further changes to maintain their competitive edge.
Sir Michael Barber is another visionary educationalist.
In the early part of the last decade, he played a direct role in shaping the English education system as a leading advisor to Tony Blair’s government. As a result of policies that he helped introduce - including an uncompromising focus on literacy, floor standards for school performance and higher standards for teacher performance - improvements were undoubtedly made.
But, rather like Tony Blair, Michael has arguably had an even bigger influence globally than at home in recent years.
And his recent report, How the world’s most improved school systems keep getting better, provides further invaluable insights for all nations aspiring to improve their education system or hoping to remain amongst the best.
No nation that is serious about ensuring its children enjoy an education that equips them to compete fairly with students from other countries can afford to ignore the PISA and McKinsey studies.
Doing so would be as foolish as dismissing what control trials tell us in medicine. It means flying in the face of the best evidence we have of what works.
And just as the evidence that Andreas and Michael has gathered has influenced education reformers in North America, Asia and Scandinavia, so it is influencing the Coalition Government here in Britain.
Not least because it shows that we are falling further and further behind other nations. In the last ten years, we have plummeted in the world rankings from 4th to 16th for science, 7th to 25th for literacy and 8th to 28th for maths.
These are facts from which we cannot hide. But while they may encourage a certain pessimism of the intellect, the examples of transformed education systems which Andreas and Michael have highlighted, certainly encourages optimism of the will.
From Shanghai to New Orleans, Alberta to Hong Kong, Singapore to Helsinki, nations which have been educational back markers have become world leaders.
And our recently published schools White Paper was deliberately designed to bring together - indeed, to shamelessly plunder from - policies that have worked in other high-performing nations.
It was accompanied by a detailed evidence paper, The case for change, that draws on the insights generated by successive PISA studies and McKinsey reports.
And it is based on the three essential characteristics which mark out the best performing and fastest reforming education systems in the landmark PISA and McKinsey studies.
First, the most successful education nations recruit the best possible people into teaching, provide them with high-quality training and professional development, and put them to work in the most challenging classrooms.
Our schools White Paper was called The importance of teaching because nothing matters more in improving education than giving every child access to the best possible teaching and ensuring that every moment of interaction between teacher and student yields results.
We are committed to raising the quality of new entrants to the teaching profession by insisting they are better qualified than ever before, we are determined to improve teacher training by building on intellectual accomplishment and ensuring more time is spent in the classroom acquiring practical teaching skills, and we plan to establish new centres of excellence in teaching practice - teaching schools modelled on our great teaching hospitals - so that new and experienced teachers can learn and develop their craft throughout their careers.
We have learnt from Finland - a consistently strong performer in PISA studies - about the importance of attracting the very best graduates into teaching, which is why we are expanding our principal elite route into teaching, Teach First, as well as providing extra support for top graduates in maths and science to enter teaching.
And we are increasing the number of national and local leaders of education - superb heads who lend their skills to raise standards in weaker schools - so that the best support the weak in a concerted effort to improve education for all children, not just some.
The principle of collaboration between stronger and weaker schools, with those in a position to help given the freedom to make a difference, lies at the heart of our whole approach to school improvement.
The PISA and McKinsey reports clearly show that the greater the amount of autonomy at school level, with headteachers and principals free to determine how pupils are taught and how budgets are spent, the greater the potential there has been for all-round improvement and the greater the opportunity too for the system to move from good to great.
The Coalition Government agrees that headteachers and teachers - not politicians and bureaucrats - know best how to run schools.
That is why we’ve announced a review of our National Curriculum with the aim of reducing prescription and are taking action to shed all unnecessary bureaucratic burdens on schools.
It is also why we’re freeing schools from central and local bureaucratic control by inviting them to become academies.
Schools are taking up our offer because they recognise the huge benefits that being an academy brings - more autonomy, more resources, less bureaucracy and an opportunity to thrive, free from interference from government.
Since the start of the school term in September, more than one school has converted to become an academy every working day. As of last week, more than 400 academies are now open and enjoying many of the same freedoms which are enjoyed by schools in the best-performing education systems. And many more are in the pipeline.
Alongside this, we are also further extending autonomy and choice by making it easier for teachers, parents, academy sponsors and other groups to start their own free schools.
In Sweden, free schools have driven up standards in those schools but also in neighbouring schools too.
And as the OECD points out, two of the most successful countries in PISA - Hong Kong and Singapore - are among those with the highest levels of school competition.
But while increased parental choice can help tackle ‘the soft bigotry of low expectations’, which continues to blight the life chances of many children from deprived backgrounds in particular, it does not need be the enemy of cooperation.
Our plans foresee schools collaborating on a scale that has never been witnessed before, which is why all new academies are also working with weaker schools to help them improve.
And this week will see a major advance in that drive.
We will identify those of our schools most in need of support - those where attainment is poor and where students are not making progress.
These are the schools whose children most need our help - those underperforming institutions where opportunity is restricted.
We will work with these schools - all of which have great potential and all of which will have staff ready to accept the challenge to improve.
We will provide them with extra resources.
But on condition they work with us to develop tough, rigorous, immediate plans for improvement.
Those plans will involve weaker schools being taken under the wing of high-performing schools, entering academy chains, changing the way they work, implementing reforms to the curriculum and staffing and putting in place new, tougher approaches to discipline and behaviour.
This drive will be led by an inspirational former headteacher - Liz Sidwell - who has experience of the state and private sector and who has helped turn round underperforming schools as well as setting a benchmark for excellence in the state system.
The reason we’re able to identify great heads like Liz - and the schools which need her help - is that we have, over time, developed ways of holding schools, and education ministers, accountable for the money they spend.
Because the other, central, insight from the PISA and McKinsey reports into what makes great education systems so successful is that they all use data to make schools accountable and drive improvement.
Data allows us to identify the best so we can emulate it, and diagnose weaknesses so we can intervene before it’s too late.
I know that some in the education profession fear that data has been used - perhaps I should say abused - to constrict the autonomy which we know drives improvement.
But the lesson from PISA is that autonomy works best when it’s combined with intelligent accountability. That means making comparisons which are fair. And trying to limit the extent to which measurements can be ‘gamed’ by those in the system.
It’s because it’s so important that the public can make fair comparisons between schools that we are revamping performance tables to place more emphasis on the real value schools add as well as the raw attainment results they secure.
Pupils need qualifications to succeed in life, so I won’t shy away from saying we expect more and more young people to leave school with better and better qualifications. That is non-negotiable.
But we must also recognise that schools succeed when they take children from challenging and difficult circumstances and ensure they exceed expectations and progress faster than their peers.
And because we want to limit the extent to which accountability mechanisms are ‘gamed’ we will also ensure much more information is put into the public domain so that schools can be compared on many different criteria.
That will help schools which believe they have special qualities, undervalued by current performance tables, to make the case for their particular strengths.
And I expect that we will see new performance tables drawn up, by schools themselves, by active citizens and by professional organisations which will draw attention to particular areas of strength in our school system.
In this year’s performance tables we are introducing a new measure - the English Baccalaureate - which will show how many students in each school secured five good passes in English, maths, science, languages and one of the humanities.
It’s been introduced this year to allow us to see how the schools system has performed in the past - in a way which manifestly can’t have been gamed.
And I expect it will reveal the way in which past performance tables actually encouraged many many great schools and great heads to offer certain non-academic subjects rather than more rigorous academic subjects.
I am open to arguments about how we can further improve every measure in the performance tables - including the English Baccalaureate.
But I am determined to ensure that our exam standards match the highest standards around the world.
And in other high-performing nations there is an expectation that children will be tested in a wide range of subjects at 16.
In Singapore children sit compulsory O Levels in their mother tongue (which will be Chinese, Malay or Tamil), in the English language, in maths, in combined humanities, In science and in at least one other subject.
In Germany graduation to sixth form follows on from passing exams in German, maths, English and three other subjects.
In Alberta there are compulsory tests at age 15 in maths, science, English, French and social studies.
In France the brevet diploma is awarded at age 15 depending on performance in tests of French, maths, history, geography, civics, computer science and a modern foreign language.
In Japan there are tests at age 15 in Japanese, social studies, maths, science and English.
In the US at age 17 there are exam requirements in English, maths, science and social studies.
And in the Netherlands at 16, 17 or 18 students are expected to pass tests in Dutch, English, social studies and two other subjects - such as science, classical culture or a second modern foreign language.
England’s current expectation that only English and maths be considered benchmark expectations at 16 marks us out from other high-performing nations.
I am delighted to have a debate about how we both broaden and deepen our education system, but we cannot be in any doubt that while reform accelerates across the globe no country can afford to be left behind.
I’m in no doubt that what we are attempting in England adds up to a comprehensive programme of reform for schools here - but if we are to learn one thing from the groundbreaking work done by Andreas Schleicher and by Sir Michael Barber, it is that whole-system reform is needed to every aspect of our education system if we are to build a truly world-class education system.
It is only by paying attention to improving teacher quality, granting greater autonomy to the front line, modernising curricula, making schools more accountable to their communities, harnessing detailed performance data and encouraging professional collaboration that a nation can become one of the world’s top performers.
The evidence shows us it can be done.
And the challenge facing us in 2011 is to follow the path which the evidence, so patiently acquired by Andreas Schleicher and by Sir Michael Barber, tells us can liberate our children.
What better New Year’s resolution could any of us make this week.
Published: 26 April 2012


The options to create audio resource
If audio source is from youtube, it will auto paused when ytdl-core getting next chunk
The audio player that currently use the audio resource
true if all audio is cached, otherwise false
The cache instance of audio source
The audio cache writer
The audio cached in seconds
The audio decoder
The audio demuxer
The audio identifier
true if the audio source is livestream, otherwise false
The audio source
Generated using TypeDoc
The audio resource instance


When a character is tied to a chair, bench, stool or other sitting device, they usually try to pick their handcuffs, rub their ropes against a Conveniently Placed Sharp Thing, or some other action that affects their bindings. Not so with the Bench Breaker; the character manages to break free by destroying whatever they are tied to.
This is not simply Breaking the Bonds—it usually is done by a normal human who is desperate enough to ram themselves into a wall just to damage the chair, or nearly break a limb leveraging it.
Compare Bring the Anchor Along, where the prisoner ends up dragging whatever they're tied to along with them.
Examples
- Inuyasha is, at one point fairly early on in the series, tied to a tree by a demon using her hair like garrote wire. He breaks the tree. Only a partial example, though, because he doesn't qualify as an ordinary human.
- Kotomine Kirei from Fate/Zero is tied to a tree by his hands. His response?  Kirei is also arguably a normal human.
- Kick-Ass. After he's captured, tortured and is about to be executed by Frank Genovese's goons, Kick-Ass comes up with a frantic and desperate last-ditch escape plan that revolves around taunting them to punch and kick him to death instead of shooting him, until the chair he's tied to shatters, then he picks up the splintered parts of the broken legs to fight his way out.
- Black Widow of The Avengers does a flip while tied to a chair, shattering it on impact and freeing herself. And then she uses bits of the chair as weapons.
- In Charlie's Angels (2000), Dylan breaks her chair with a flip, similar to the The Avengers example, although her hands stay tied after the chair is broken.
- Lennie Pike from It's a Mad, Mad, Mad, Mad World breaks the chair that he was tied to after breaking himself free from the pillar and duct tape that the gas station attendants tried tying him up to.
- Twice in The Boondock Saints. Connor, handcuffed to a toilet while his brother Murphy is being taken out back to be shot by two goons from The Mafiya, smashes himself screaming against the toilet trying to break it apart before he finally just rips it up from the floor. Before he drops the toilet off the roof onto the Russians.
- Later in the film, both brothers have to help each other escape from being handcuffed to chairs. While this involves one brother kicking the other brother's hand to break his thumb, it is relatively tame compared to the toilet scene.
- Red 2. Frank Moss is being interrogated by US officials while handcuffed to a desk. Then a hit team bursts into the building killing everyone.
- Later in the movie, Frank handcuffs Han to a refrigerator. When police show up to arrest him, Han rips the door off and uses the pieces to etc.
- A flashback in Unknown (2006) reveals how one of the characters frees himself from the chair he was tied to by breaking the chairback.
- House of Wax (2005): When Cary is strapped to a surgical chair in the basement of the gas station, she manages to escape by pulling loose the rail on one side of the chair.
- Mission: Impossible Fallout has Ilsa Faust simultaneously breaking a chair she was tied to and attacking the one who put her there in the first place.
- Cold Pursuit: When Kyle and Dante are abducted, Dante is has his wrists bound over his head to the handle above the car door. During the confusion while the gangsters are trying subdue Kyle, Dante manages to escape by ripping the handle off and jumping out into the snow.
- The Butchers: When Simon is tied up by John Wayne Gacy, he escapes by smashing the chair he is tied to.
- In The Last Knight, Sir Michael is chained to a bed by a captor and spends most of his time kicking the bedpost to try to detach it from the bed. He succeeds just in time to aid Fisk in rescuing him.
- Stephen King's short story The Gingerbread Girl, from the collection Just After Sunset, features a version of this.  She's unable to get free of the tape, so she ends up breaking the chair instead to free herself. This later comes in handy when the psycho returns, as she's able to use the splintered remains of the chair to fight him off.
- In Dean Koontz's Intensity, the protagonist escapes her captor by ramming a wall with the chair she is tied to and splintering it. She injures herself in the process.
- In Lee Child's 'Die Trying' book, the main character Jack Reacher finds himself chained up to a huge beam of wood with a female captive, who is about to be sexually assaulted by their captors. Reacher, summoning up every ounce of his considerable strength, tears the chain clean out of the wooden beam. The chain is intact, but the beam is destroyed.
- In Unseen Academicals, Mr. Nutt is a "goblin" ( not really; he's an orc) recently arrived in the big city after being raised by Lady Margolotta. Before he came to Lady Margolotta he was kept prisoner in some kind of mine or forge, and grew stronger by first lifting the light tools, then the heavier tools, and finally, the anvil. Trev asks why it was so important to be able to lift the anvil, and Nutt says "Because, Mr. Trev, I was chained to the anvil."
- Kate Shugak: In A Taint in the Blood, Kate is captured and tied to a camp bed in an old cabin. She escapes by breaking the bed till she can squirm across the floor, and then lighting a Coleman stove and using it to burn through the rope.
- In 24, Jack Bauer escapes by smashing his chair and attacking his captor.
- In the episode of Burn Notice where Fiona gets abducted, she breaks the arms of the chair she's handcuffed to so that she can move around the room freely.
- Hawaii Five-0: When Danny is tied to a chair by gangsters, he manages to escape by ramming himself into the wall to break the chair and subsequently fighting and shooting his way out.
- From time to time in The Incredible Hulk TV series David Banner would get tied to a chair, only for him to Hulk Out; so Hulk breaks the chair.
- Doreau does this accidentally in the Sledge Hammer! episode "Wild About Hammer". The villain for that episode ties her to a chair. Sledge manages to untie her ankles from the chair before he's attacked. While those two are fighting, Doreau manges manages to stand herself up on her now freed legs, only to trip, fall over backwards, break the chair, and free herself from the rest of the rope.
- In The Avengers (1960s), Mrs Peel gets handcuffed to a wooden chair. When the time comes, she swiftly breaks the chair and beats up the baddies with the sticks. At the end of the episode, as they stroll off across a golf course, Steed asks her what her handicap is. She shows him the chunk of wood still cuffed to one of her wrists.
- The Prisoner (1967) episode "The Girl Who Was Death" had him tied to a chair inside a missile set to launch and destroy London - he struggles against the rope for some time before he realizes he can just pull the back of the chair up and off, freeing himself.
- On Chuck, whenever Casey gets handcuffed to a piece of furniture, he ends up breaking it and using the attached pieces as a melee weapon.
- Glen does this in one episode of The Walking Dead after being locked in a room with a zombie.
- Buffy the Vampire Slayer.
- In "Gingerbread" the residents of Sunnydale fall under the influence of a demon and try to burn Buffy and Willow at the stake. Buffy is bound so tightly she can't snap the ropes even with her Super Strength. When the demon attacks her, she breaks the stake and leans forward, impaling it on the tip.
- In "Never Leave Me" after Spike is revealed to be a Manchurian Agent, Buffy ties him to a chair until she can figure out what to do. Spike even tells her to tighten the bonds. When he's activated however, he breaks the chair in berserker fury and attacks Andrew, forcing Buffy to chain him up in the basement next time.
- Altered Carbon. In "Fallen Angels", Vernon tries fighting Kovacs while still strapped to his chair, then breaks it, but is still not able to defeat Kovacs, who then secures him to a huge puffy armchair with an excess of duct tape.
- In the intro scenes of Batman: Arkham City, Bruce Wayne rocks back and forth in a chair he's been tied to, and then escapes from his bonds once he (and it) topples to the ground.
- Max Payne waits until Frankie "The Bat" Niagara is out of the room, before falling backwards on his chair in order to break it and set himself free.
- In Red Dead Redemption II one of the missions on Guarma begins with Arthur being knocked out and interrogated by the local regime. He manages to escape by toppling the chair hes tied up in and knocking out his captor.
- In El Goonish Shive, when Grace breaks free of her shackles Damien had her in she destroys the chair she was sitting in in the process. This has consequences for the prisoner who was sitting near her.
- In the Littlest Pet Shop (2012) episode "The Nest Hats Craze!," Blythe gets so mad at Whittanny and Brittney tying her to a wooden chair that she breaks the chair to escape.
- This becomes a Running Gag in Dragons: Race to the Edge — when captured by dragon-proof chains, break the winches; when captured by chains on a dragon-proof winch, blast the winch off the wooden deck. The dragon hunters are finally forced to make ships entirely out of dragon-proof metal to defy this trope.


Armchair Bitcoinist PART 2
AB: BitcoinBuyer - AWS CodeDeploy
Resources
AWS CodeDeploy Docs
AWS Elastic Beanstalk overview
AWS Elastic Beanstalk concepts
Deploy an Express Application to AWS Elastic Beanstalk
Deploy an Express Application with Amazon ElastiCache to AWS Elastic Beanstalk
Deploy a Geddy Application with Amazon ElastiCache to AWS Elastic Beanstalk
Customizing and Configuring a Node.js Container
Working with Logs


This website is designed for the course Management Information System 33:136:370 offered at Rutgers Business School. Due to the COVID-19 pandemic, database teaching faces new challenges. For most students, the concept "database" is quite abstract if the instructor can't create a real playground for them; it's even harder to make the query meaningful. This website is a playground for students to practice their SQL skills.
This website is a pure front-end solution, can be held by free Github Pages, easy to share, easy to use, and free from risks. I have tried a Linux + Nginx + PHP + MySQL
solution, which I have used for my companies and research projects for a long time. But the server is not always free, and a real production environment should be free from the green hands. That's why I chose Github Pages + AlaSQL
to establish this playground. I also used Bootstrap as the framework and CodeMirror for code highlight.
The data models and questions in Practice 1 and Practice 2 are from Prof. Chon Lintakoon. Generating fake data, especially some polygraphs, is really time-consuming. It will be welcomed if you want to contribute to this platform with a well-defined test database and related query questions. It's easy to import the data and customize a new page for the new database.
You can practice your SQL skill here, just similar to the sqlzoo.net, but all the questions are from our slides, quizzes, assignments, and exams.
This website is memory-less. Once you refresh the page, all the tables will be restored to the default status, and all the queries history will be cleaned. So, please record queries by yourself if needed.
If you want to access a real production database, I have several choices. Please email me, and I will decide to grant the privileges or not.
We have the following databases
Class The database for the SQL lecture.
Practice 1: Grocery store scenario.
Practice 2: Tiny university scenario.
Exam II The last question in Exam II (Not Available Now)
In this page, we only have one table cities
. Click on the Submit button to submit your query, and see how it works.
You can modify the query, the result will be updated once you Submit.
If your query results in an error, the corresponding error message will be displayed.


This is my first hrml in CSS on my own
This is my sencond line in my first css html file
This is my third line in my firsst css html file


{% extends "./common/auth.html" %} {% block title %}Sign In / Universe Admin{% endblock %} {% block bodyClass %}p-front{% endblock %} {% block content %}
Create a personal account to keep track of your progress.


reg.cc File Reference
(Revision: 3512)
#include "gecode/int.hh"
#include "gecode/support/sort.hh"
#include "gecode/support/block-allocator.hh"
#include "gecode/support/dynamic-stack.hh"
#include "gecode/support/dynamic-array.hh"
Go to the source code of this file.
Namespaces | |
| namespace | Gecode |
| namespace | Gecode::Int |
| namespace | Gecode::Int::Regular |
Classes | |
| class | Gecode::REG::Exp |
| Implementation of the actual expression tree. More... | |
| class | Gecode::Int::Regular::PosSet |
| Sets of positions. More... | |
| class | Gecode::Int::Regular::NodeInfo |
| Node information computed during traversal of the expressions. More... | |
| class | Gecode::Int::Regular::PosInfo |
| Information on positions collected during traversal. More... | |
| class | Gecode::Int::Regular::StateNode |
| Node together with state information More... | |
| class | Gecode::Int::Regular::StatePool |
| State pool combines a tree of states together with yet unprocessed states More... | |
| class | Gecode::Int::Regular::SymbolsInc |
| Sort symbols. More... | |
| class | Gecode::Int::Regular::TransitionBag |
| For collecting transitions while constructing a DFA. More... | |
| class | Gecode::Int::Regular::FinalBag |
| For collecting final states while constructing a DFA. More... | |
Typedefs | |
| typedef Support::BlockAllocator< PosSet > | Gecode::Int::Regular::PosSetAllocator |
| Allocator for position sets. | |
| typedef Support::BlockAllocator< StateNode > | Gecode::Int::Regular::StatePoolAllocator |
| Allocator for state nodes. | |
Enumerations | |
| enum | Gecode::Int::Regular::PosSetCmp { Gecode::Int::Regular::PSC_LE, Gecode::Int::Regular::PSC_EQ, Gecode::Int::Regular::PSC_GR } |
| Order on position sets. More... |
Function Documentation
|
|
|


Roles assigned to you
View contracts and agreements
Sign contracts and agreements
View funding claims and reconciliation statements
Sign funding claims
Roles assigned to you:
View contracts and agreements
Sign contracts and agreements
View funding claims and reconciliation statements
Sign funding claims
Roles
View contracts and agreements
Sign contracts and agreements
View funding claims and reconciliation statements
Sign funding claims
View previous subcontractor declarations
Submit subcontractor declarations
View payment history
View allocation statements
Roles
View contracts and agreements
Sign contracts and agreements
View funding claims and reconciliation statements
Sign funding claims
View previous subcontractor declarations
Submit subcontractor declarations
View payment history
View allocation statements
Roles assigned to you
View contracts and agreements
Sign contracts and agreements
View funding claims and reconciliation statements
Sign funding claims
Roles
View contracts and agreements
Sign contracts and agreements
View funding claims and reconciliation statements
Sign funding claims
Roles assigned to you:
- View contracts and agreements
- Sign contracts and agreements
- View funding claims and reconciliation statements
- Sign funding claims
Requesting roles
You can request more roles by contacting your super user through the Identity and Access Management System (IDAMS).
Your account settings
Through IDAMS you can:
- update your contact information
- change your password
- request user roles for ESFA services
Manage your users
If you are a super user for your organisation you can:
- update user contact information
- capprove or reject user role requests for ESFA services
- grant a new user access
- remove access rights
- create additional super users for your organisation


But that’s not the whole story...
How do we describe a marketing studio with over 30 years of expertise in creating digital, video, and live experiences for big name brands?
Results-getting, envelope-pushing, never-before-seen idea generators?
Creative, strategy driven, with an insatiable passion for the cutting edge?
150 tinkerers, hackers, builders, makers, and doers under one 70,000 square foot roof?
On second thought, we’re better off just showing you.


Hello World
I couldn`t ignore ignored first step in any path of programmer - “Hello world!”
First when I learnt Java this example used with different strings like “Kiss my shiny metal ass”. Eah, quote Bender is fun.
November 22, 2016
Read More
Introduction
I created this blog because I want use and train my knowledge. More will be about Java programming language, but I not leave you without motivation posts and jokes. Here I will write my path, my experience in Java learning. If I use examples from books or in other places then I try explain more then the author of book, have other look or experience. I hope this blog will be useful for you.
P.S. Sorry for my grammar error. If it is not difficult for you, please, tell me more about my mistakes in discussion.
November 21, 2016
Read More


Next: Missing and Additional FORMAT Arguments, Previous: Additional Information about FORMAT Operations, Up: Additional Information about FORMAT Operations
The case-conversion, conditional, iteration, and justification constructs can contain other formatting constructs by bracketing them. These constructs must nest properly with respect to each other. For example, it is not legitimate to put the start of a case-conversion construct in each arm of a conditional and the end of the case-conversion construct outside the conditional:
(format nil "~:[abc~:@(def~;ghi~ :@(jkl~]mno~)" x) ;Invalid!
This notation is invalid because the ~[...~;...~] and ~(...~) constructs are not properly nested.
The processing indirection caused by the ~? directive is also a kind of nesting for the purposes of this rule of proper nesting. It is not permitted to start a bracketing construct within a string processed under control of a ~? directive and end the construct at some point after the ~? construct in the string containing that construct, or vice versa. For example, this situation is invalid:
(format nil "~@?ghi~)" "abc~@(def") ;Invalid!
This notation is invalid because the ~? and ~(...~) constructs are not properly nested.


--- layout: page title: Contact us permalink: /contact/ ---
+94776295472
+94778539299
dineshvideoteam@gmail.com


var efabEnabled: Boolean
The enabled state of this ExpandableFab and its label. Disabled ExpandableFabs and labels will be visually distinct and unclickable. Default value is true (enabled).
Usage of this property is preferred over the inherited is/setEnabled methods.
NOTE: If you disable an ExpandableFab and its label, remember to re-enable it before trying to update one of its properties. For example, disabling an ExpandableFab then manually changing its background color will not automatically re-enable the ExpandableFab. It, and its label, will remain disabled.


I recently retired. I am new to programming. I am interested in learning IT skills as a hobby and to keep my mind active. Use it or lose it!
I have Windows, Apple, Android (open source and propriatory), Firefox, Sailfish, and Ubuntu portable devices.
I buy second-hand items and play with them. I like taking the
hardware apart and putting it together again - I have always done that with technology, ever since I was a little girl. I think I should have been an engineer. Hands-on is how I learn best.
I also like flashing different open source operating systems onto my devices (yes, I have bricked a few)
but apart from this I only use them to consume content.
I prefer to do creative projects that involve a lot of screen-time (e.g. editing photographs or video footage) and/or typing (e.g. writing a report) sitting in a proper office chair, at a desk.
My laptop runs Linux Mint so my long-term ambition it to learn to programme in Linux Mint.
My short-term aim is to find resources to teach myself programming that are open source, free, and can be installed on my Linux Mint laptop.
I looked online for advice about which programming language I should start with. I decided to try teaching myself to use
Ruby and work up to using other languages.
Today, I made my first attempt to use
GitHub to build (using HTML and CSS) and host a simple website. Once I have a basic website, I will try to use Ruby to add features to it.
Github provides a tutorial to get newbies started and it is quite good but it leaves out many essential things. For example, it shows you how to create files but not how to create folders. This omission shows the
beginner's guide was not written by a beginner but by someone who understands Github inside-out and thus has a blind-spot about the basics, assuming knowledge
instead of imparting it.
If you are wondering, you create folders on Github by typing them into the same box used to create files - for example, to create a folder called colours with a text file inside called
red.txt all you do is type /colours/red.txt and Github will create the folder and file for you. It cannot
create empty folders so create a dummy file and save it to make a folder and then delete the dummy file when no
longer required.
I tried the various
WYSIWYG website builders compatible with Linux Mint like
Jekyll and could not make any progress with them.
I tried
Github Pages and drew another blank.
I then downloaded and installed the
Atom editor for Linux distros and just typed the codes manually and then uploaded them to my Github
repository. And this website is the result.
I suspect that the terminal-driven short-cuts like Jekyll are only useful if you are already quite skilled. They are promoted for newbies but
I find that actually as a total newbie I prefer the simple keyboard bashing process. Maybe the physical effort of
typing code helps me understand the logic and commit the process to memory?


class: middle, center, title-slide # Update on new scientific information on polar bears ## A. N. Severtsov Institute of Ecology and Evolution of the Russian Academy of Sciences ### Nikita Platonov ### U.S.-RUSSIA BILATERAL POLAR BEAR AGREEMENT
Meeting of the Scientific Working Group
Egvekinot, Chukotka, 25 July 2018 --- layout: false exclude: false class: inverse, middle, left # Activity and accomplishments + .large[Sea ice phenology (Chukchi Sea)] + .large[Spatial proximity to sea ice edge (Chukchi Sea)] + Environmental conditions (WMO station 21892) + .small[Polar bear demography (simplified principles); .grey[for discussion]] --- name: studyarea ## .right[* *] ### Spatial boundaries  --- layout: false class: inverse, middle, center # Sea ice phenology --- name: phenology layout: true ## .right[*Sea ice phenology*] --- ### AHRA ([Drobot, et al., 2014](https://doi.org/10.5067/22NFZL42RMUO)) reproduction for 2018  .smaller[Spatial distribution of snow and ice onset dates (AHRA method).] --- ### AHRA ([Drobot, et al., 2014](https://doi.org/10.5067/22NFZL42RMUO)) reproduction for 2018  .smaller[Segmentation based on contrast of ‘mean’ function ([Lavielle, 1999](http://www.sciencedirect.com/science/article/pii/S030441499900023X)) indicates break point in 2002.] --- ### MDSDA ([Belchansky, et al., 2004](https://doi.org/10.1016/j.rse.2004.05.001))  .smaller[Spatial distribution of snow and ice onset dates (MDSDA method).] --- ### MDSDA ([Belchansky, et al., 2004](https://doi.org/10.1016/j.rse.2004.05.001))  .smaller[Segmentation based on contrast of ‘mean’ function ([Lavielle, 1999](http://www.sciencedirect.com/science/article/pii/S030441499900023X)) indicates break point in 2002.] --- ### Sea ice disappearance (*unpublished*)  .smaller[Sea ice disappearance in 2018 is still in progress, and only southern part can be involve to multi-year analysis of time-series.] --- ### Sea ice disappearance (*unpublished*)  .smaller[Based on contrast of ‘mean’ function ([Lavielle, 1999](http://www.sciencedirect.com/science/article/pii/S030441499900023X)) segmentation indicates break point in 2002.] --- ### Sea ice disappearance (*unpublished*)  .smaller[Segmentation based on approximation by continuous piecewise linear fitting] --- ### Sea ice appearance (*unpublished*)  .smaller[Spatial distribution] --- ### Sea ice appearance (*unpublished*)  .smaller[Based on contrast of ‘mean’ function ([Lavielle, 1999](http://www.sciencedirect.com/science/article/pii/S030441499900023X)) segmentation indicates break point in 2002.] --- ### Sea ice appearance (*unpublished*)  .smaller[Segmentation based on approximation by continuous piecewise linear fitting] --- ### Polar bear movement availability and sea ice displacement  .smaller[Speed (km/day) of sea ice appearance in 2017. Low density of isolines indicates sharp change of sea ice cover.] --- layout: false class: inverse, middle, center # Sea ice edge index .small[Method is *unpublished*] --- name: iceedge layout: true ## .right[*Sea ice edge index*] --- ### Timeseries for August  .smaller[Low values of ice edge index in the years 2007 and *2017* of high polar bear aggregations on the Wrangel Island.] --- ### Timeseries for September  .smaller[Low value of sea ice edge. Marked increasing of variance from begin to end of period.] --- ### Timeseries for October  .smaller[] --- ### Timeseries for November  .smaller[In November 2017 mean distance to land for [study area](#studyarea) was >200 km. This indicates late freeze-up also. Values of ocean depth location are dispersed in 1997 and 2007.] --- layout: false class: middle, center, inverse layout:false # Snow conditions for 2017/2018 --- name: snow layout: true ## .right[*Snow conditions for 2017/2018*] --- ### WMO 21982 station: location  .smaller[Data from [Raspisanie pogodi - rp5.ru](https://rp5.ru/Weather_in_the_world).] --- ### WMO 21982 station: smoothed air (2m) temperature  .smaller[Shift of seasons at the level of dry snow (~ -5°C)] --- ### WMO 21982 station: snow depth  .smaller[Snow depth anomaly in 2017/2018;]
 .small[the same if reported from some locations in Chukotka (*personal communication*)] --- ### .grey[WMO 25282 (Cape Vankarem) station: snow depth] .rotate-right[  ] .smaller[] --- ### WMO 21982 station: cumulative precepitation  .smaller[Precipitation rate in 2017/2018 seems lower than in other seasons.] --- ### WMO 21982 station: cumulative number of days of blowing snow  .smaller[Sustained snowstorms during autumn 2017.] --- ### WMO 21982 station: wind rose in autumn  .smaller[Prevailing sectors of northern points in 2017.] --- ### WMO 21982 station: wind rose in winter  .smaller[Extremal winds may blow away (redistribute) snow coverage] --- layout: false ## *Summary* + After updating results for early 2018, break point for sea ice phenology is still detected after 2002 + Recent updates indicate increasing delay rate of sea ice freeze-up and increasing ahead rate of sea ice break-up near of after 2012. + Sea ice melt onset dates do not indicate anomaly in 2018 + Regarding to denning, snow depth was high in Chukotka during winter 2017/2018 .small[at least for Wrangel Island and Cape Vankarem]. + Sea ice edge extent is more favourable in recent years, however it locates more far from the coast in the regions with more depth. --- ### Acknowledgements + "Arctic" Program for Fundamental Researches from the Presidium of the Russian Academy of Sciences (*funding*) + .smaller[Committee for Nature Management and Environmental Protection of the Department of Industrial and Agricultural Policy of the Chukotka Autonomous District (*hosting*)] + .smaller[Union of Marine Hunters of Chukotka (*hosting*)] + .small[[A.N.Severtsov Institute of Ecology and Evolution of Russian Academy of Sciences](http://www.sevin.ru) (*skills*)]
 ### .small[References] .small[.small[ [Belchansky, G. I, D. C. Douglas, I. N. Mordvintsev and N. G. Platonov](#cite-Belchansky2004_RSE) (2004). "Estimating the time of melt onset, melt duration and freeze onset over Arctic sea-ice area using active and passive microwave data". In: _Remote Sensing of Environment_ 92.1, pp. 21-39. ISSN: 0034-4257. DOI: [10.1016/j.rse.2004.05.001](https://doi.org/10.1016/j.rse.2004.05.001). [Drobot, S., A. C. Bliss and M. Anderson](#cite-AHRA_v3) (2014). _Snow Melt Onset Over Arctic Sea Ice from SMMR and SSM/I-SSMIS Brightness Temperatures, Version 3_. NASA National Snow and Ice Data Center Distributed Active Archive Center. Boulder, Colorado USA. [Lavielle, M.](#cite-Lavielle1999) (1999). "Detection of multiple changes in a sequence of dependent variables". In: _Stochastic Processes and their Applications_ 83.1, pp. 79 - 102. ISSN: 0304-4149. DOI: [https://doi.org/10.1016/S0304-4149(99)00023-X](https://doi.org/https://doi.org/10.1016/S0304-4149(99)00023-X). URL: [http://www.sciencedirect.com/science/article/pii/S030441499900023X](http://www.sciencedirect.com/science/article/pii/S030441499900023X). ]] --- name: end class: center,middle,inverse ## Thank you


|
|||||||||
| PREV PACKAGE NEXT PACKAGE | FRAMES NO FRAMES |
See:
Description
| Interface Summary | |
|---|---|
| ElementDeclaration | Common interface for an element declaration. |
| ImplicitChildElement | An implicit child element. |
| ImplicitRootElement | An implicit root schema element. |
| ImplicitSchemaAttribute | An implicit schema attribute. |
| ImplicitSchemaElement | An implicit schema element. |
| Class Summary | |
|---|---|
| Accessor | An accessor for a field or method value into a type. |
| AccessorFilter | Filter for potential accessors. |
| AnyElement | Used to wrap @XmlAnyElement. |
| Attribute | An accessor that is marshalled in xml to an xml attribute. |
| ComplexTypeDefinition | A complex type definition. |
| Element | An accessor that is marshalled in xml to an xml element. |
| ElementComparator | A comparator for accessors. |
| ElementRef | An accessor that is marshalled in xml to an xml element. |
| EnumTypeDefinition | An enum type definition. |
| LocalElementDeclaration | A declaration of a "local" element (defined by a registry). |
| QNameEnumTypeDefinition | A qname enum type definition. |
| Registry | Represents a JAXB XmlRegistry. |
| RootElementDeclaration | A class declaration decorated so as to be able to describe itself as an XML-Schema root element declaration. |
| Schema | A package declaration decorated so as to be able to describe itself an XML-Schema root element. |
| SimpleTypeDefinition | A simple type definition. |
| TypeDefinition | A xml type definition. |
| Value | An accessor that is marshalled in xml to an xml value. |
| Enum Summary | |
|---|---|
| ContentType | Enum for content type of a complex type def. |
Logic and components of the JAXB implementation of the web service contract.
|
|||||||||
| PREV PACKAGE NEXT PACKAGE | FRAMES NO FRAMES |


Plato on Github
Report Home
JavaScript Source Analysis
Summary
Total/Average Lines
2786 / 52
Average Maintainability
74.69
Maintainability
Lines of code
Estimated errors in implementation
Lint errors
Files
complexity
sloc
est errors
lint errors
server/app.commands.js
server/app.js
server/astone-cli.js
server/babel.js
server/bot-api/telegram.js
server/commands/callbackquery/auction-property.js
server/commands/callbackquery/bid.cmd.js
server/commands/callbackquery/start-auction.cmd.js
server/commands/command-helper.js
server/commands/consts.js
server/commands/interactive/auction-list.cmd.js
server/commands/interactive/help.cmd.js
server/commands/interactive/new-auction.cmd.js
server/commands/interactive/set-auction-property.cmd.js
server/commands/interactive/start.cmd.js
server/commands/state/auction-description.cmd.js
server/commands/state/auction-min-sub.cmd.js
server/commands/state/auction-name.cmd.js
server/commands/state/auction-picture.cmd.js
server/commands/state/auction-price.cmd.js
server/config/index.js
server/services/bot/state-manager.js
server/services/bot/telegram-chatter.js
server/services/bot/telegram-req-parser.js
server/services/domain/auction-ages.js
server/services/domain/auction-approver.js
server/services/domain/auction-chant.js
server/services/domain/auction-consts.js
server/services/domain/auction-events.js
server/services/domain/auction-manager.js
server/services/domain/auction-timer.js
server/services/domain/manager-factory.js
server/services/domain/notifications/auction-end-notification.js
server/services/domain/notifications/auction-start-notification.js
server/services/domain/user-manager.js
server/services/logger.js
server/services/payment/paypal.js
server/services/scheduler/RepeatingScheduler.js
server/services/storage/aws/s3.js
server/services/storage/mongodb/auction-provider.js
server/services/storage/mongodb/index.js
server/services/storage/mongodb/provider-helper.js
server/services/storage/mongodb/user-provider.js
server/services/utilities/cipher.js
server/services/utilities/i18n.js
server/services/utilities/msg-encoder.js
server/web/index.js
server/web/pages.route.js
server/web/payment.route.js
server/web/public/js/bootstrap.min.js
server/web/public/js/jquery-2.1.4.min.js
server/web/telegram.route.js
server/web/url-consts.js


We have detected that there are no users registered in the server. In order to create an
initial user please
provide the server key (a value contained in the configuration.properties file located
in the server home directory),
the user name and the password


Scorecard for Apple Watch
Designed for Apple Watch and iPhone
Keep score from the convenience of Apple Watch and all you score data is automatically available on your iPhone
Gorgeous, clean scorecards take advatage of the large iPhone display
Use voice input technology on Apple Watch to enter new golf courses
Also works stand-alone with iPhone
Edit your score on iPhone or Apple Watch
View your score on iPhone or Apple Watch
for both iPhone and Apple Watch


{%macro showSources(sources_list)%} {% for pitch in pitches %}
{{pitch.category}}
{{pitch.description}}
{{pitch.author}}


Japanese virus Encephalitis Med encephalitis detection JEV serum diagnostic Health infection Trop cases dengue studies human n/a reported diagnosis Zika using Infect Acute World tests (%) {border-style CSF IgM PRNT testing px;} #ffffff;} samples Table Yes acute data endemic test f/up level performed use used viral Virol WPRO amplification neutralization patients Hyg National antibodies case cells vaccination Clin Dis India RNA brain, clinical laboratory point-of-care reverse surveillance vaccine MAC-ELISA Republic SEARO flaviviruses infections molecular protein Japan, Public antibody assay assays detected genotype method results review serological tested Asian China Dise Level Virus areas cerebrospinal control convalescent flavivirus isothermal CSF, DENV ELISA However, Japan Korea Microbiol Organization Rep and/or anti-JEV capture confirmed detect disease immunoglobulin including laboratory-confirmed patient px; regions requires sensitivity specificity study techniques viruses {font-family (b) Live-attenuated Methods Negl Nile Organ Thailand antigen b). brain cell confirmation different evidence font-size high immunosorbent isolation methods new obtained positive provides published rapid recent related remains reporting sample serum, specific strain Confirmatory Dengue IgA India, Onee Organization, RT-PCR Sabin Samples Tokyo, U.S.A. access based complement countries double; enzyme-linked following haemagglutination immunization inoculation loop-mediated secondary seroneutralization years < (EF) (Nakayama), CDC Casals Data Figure IgG Immunol Laboratory Ravi Res Saito Soc VNT West [alt-text] a). adapted analysis antigenic application border-color border-width cause confirm coverage developed development diagnosed diagnostics early example, fixation fundamental i.e., identified immunoassay immunofluorescence impact incidence low nervous neutralizing non-structural novel paired polymerase procedure real-time report solid; standard transcription {font-style {font-weight (); (JEV) (e.g., Anti-JEV Anukumar BHK- Cardosa China, Diagnostic Engl FRNT G), Inactivated Indonesia Int JEV, Lao Microtitre New Nonetheless, Palacios, Sri TCID Travel U.S. WNV alongside antibodies. antigens appropriate available body bold burden capacity comparison contemporaneous courier; current derived detailed em; emerging envelope epidemic epidemiological equivocal fluid fluids health higher highest included increased increasing infection. information introduction lacking levels mouse passive potentially primary procedures program pt;} reaction readily recombinase rise routine saliva seroconversion single specimens symptomatic systematic temporal term test, test; tests. time titer transmission urine years,


BAPS Paddle
The BAPS Paddle can be used in two modes currently:
In this mode the paddle controls playback for channel 1 with the leftmost 2 buttons, The size of the text in the large text window with the middle two buttons, and the rocker switch (right hand button) can be used to scroll up and down through the text window.
In this mode each pair of buttons controls one of the three channels. The top button on each row plays whatever is currently loaded in the channel and the bottom row of buttons will either stop playback (if something is playing) or load the next item in the playlist if there is nothing playing.
Setting the mode
To set which mode the Paddle operates in open the options window by pressing "Ctrl+o" and select the mode from the dropdown list then click save. This is not a permanant solution for changing the mode of the paddle.


Saturday Evening
Raensabaayee Keertan
|
| Length |
Keertaneeaa |
RA |
MP3 |
Video1 |
Video2 |
| 00:50:16 |
Bhai Swaran Singh Jee (CA) UPDATED |
- |
|
- |
- |
| 01:00:00 |
Bibi Bhinderpal Kaur Jee UPDATED |
- |
|
- |
- |
| 01:16:00 |
Bhai Anantvir Singh Jee (LA) UPDATED |
- |
|
- |
- |
| 01:31:14 |
Bhai Jasbir Singh Jee (Chandigarh) UPDATED |
- |
|
- |
- |
| 01:14:35 |
Bhai Jagjit Singh Jee (Melbourne) UPDATED |
- |
|
- |
- |
| 01:15:13 |
Bhai Jagpal Singh Jee (Kanpur) UPDATED |
- |
|
- |
- |
| 00:32:38 |
Bibi Harroop Kaur Jee (CA) UPDATED |
- |
|
- |
- |
| 00:54:41 |
Bhai Harsimran Singh Jee (LosAngeles) UPDATED |
- |
|
- |
- |
| 00:11:15 |
Bhai Harjeet Singh Jee (UK) UPDATED |
- |
|
- |
- |


Gateway
BOT
06-Dec-18 10:55 PM
[dscrdvrsc] <ok88> If team decides to go fight FPGAs - I agree and follow. If we decide to cooperate somehow with miners - I agree and follow. No bad choice here I have my personal thoughts on FPGAs acting as a very growth limiting factor for the community, therefore acting as the network effect suppression so basically achievable value suppression too. But I am no tech guy and my point of view is limited to the experience I have. The team could have a different point of view and I will accept that. Lets just allow the team to peacefully reach a decision and act, its all about trust and it always have been, I believe we all await the updates and have already cooled down enough
[dscrdvrsc] <Cruz> @Gloryman You know what you are doing anyways. Like I said earlier, take an opinion and stick to it
(edited)
[dscrdvrsc] <Cruz> @ok88 I like your approach, it is very sound and seems like the smart thing to do. I just think that the community should be more informed, about what the project is handing over, to keep a specific group of FPGA's mining limited... Bc other models could pop up..
Im not trying to cause any bad feeling or doubt. It's just an opinion
[dscrdvrsc] <Cruz> With all of the arguing, not much discussion has actually taken place..
[dscrdvrsc] <Emmanuel> Well, it has taken place in private channels.
[dscrdvrsc] <Cruz> Well, the community is in public...
[dscrdvrsc] <Cruz> What needs to be private, that can't be public?
[dscrdvrsc] <Cruz> I guess it doesn't matter....Peace.
Everyone have a great day
[dscrdvrsc] <stretcher83>
[dscrdvrsc] <Cruz> @stretcher83 Hey man, how are you?
[dscrdvrsc] <Cruz> I hope all is well
[dscrdvrsc] <stretcher83> Hi @Cruz , not to bad , , you doin ok
[dscrdvrsc] <stretcher83> 23:04 here man , nearly bed time
[dscrdvrsc] <Cruz> Yeah you know --; just staying busy
[dscrdvrsc] <Cruz> You are UK?
[dscrdvrsc] <stretcher83> Uk baby
[dscrdvrsc] <Cruz> Which part? Lol
[dscrdvrsc] <Cruz> England or Scotland?
[dscrdvrsc] <stretcher83> Inbetween Liverpool and Manchester
[dscrdvrsc] <stretcher83> England
[dscrdvrsc] <Cruz> Are you an Everton supporter?
[dscrdvrsc] <Cruz> Or Tottenham?
[dscrdvrsc] <stretcher83> I dont watch the football,,,,, i know , my bird likes it , Liverpool fc ,
[dscrdvrsc] <Cruz> Ahh good Bird
[dscrdvrsc] <stretcher83> More of a boxing man me
[dscrdvrsc] <Cruz> I like to see a few blotes go at it meself
[dscrdvrsc] <stretcher83> Did you watch the fight with wilder vs fury
[dscrdvrsc] <Cruz> I personally like to hit the Heavy Bag
[dscrdvrsc] <Cruz> I'm 6'3 220
[dscrdvrsc] <stretcher83> I was well looking forward to that and it was a draw , not as good as id hoped for
[dscrdvrsc] <stretcher83> Geees!
[dscrdvrsc] <Cruz> Yeah those are the big boys
[dscrdvrsc] <stretcher83> 6’3 ?
[dscrdvrsc] <Cruz> One punch will end that fight .
191cm
[dscrdvrsc] <Cruz> However you do it over there
[dscrdvrsc] <Cruz> A little shorter than Zlatan
[dscrdvrsc] <stretcher83> Im 6foot 3 and a bit
[dscrdvrsc] <Cruz> Well then.. Good lad
[dscrdvrsc] <Cruz> We are about the same height
[dscrdvrsc] <stretcher83> I was skinny all my life from my teenage years , and im only just bulking up now
[dscrdvrsc] <stretcher83> 35 years
[dscrdvrsc] <Cruz> Weight is irrelevanf in a street fight
[dscrdvrsc] <Cruz> I'm 34
[dscrdvrsc] <Cruz> It's endurance
[dscrdvrsc] <Cruz> Boxing is great for your stamina
[dscrdvrsc] <Cruz> Heavy Bag
[dscrdvrsc] <stretcher83> I say though, i would of loved tyson fury to win but i had a sneeky feeling wilder was gonna knock him in the 5th
[dscrdvrsc] <Cruz> Release the built up tension too
[dscrdvrsc] <Cruz> They are both so damn big
[dscrdvrsc] <Cruz> It's not like two Middleweights
[dscrdvrsc] <Cruz> They have gloves.

They are two Huge guys
[dscrdvrsc] <Cruz> England needs a Heavyweight that is 6'2 to 6'3½...
Not 6'6
[dscrdvrsc] <stretcher83>
[dscrdvrsc] <Godballz> @Cruz don't sell yourself short man. You can take em
[dscrdvrsc] <stretcher83>
[dscrdvrsc] <stretcher83> What time is it where you guys are ?
[dscrdvrsc] <Godballz> 6:15 p.m. here
[dscrdvrsc] <stretcher83> Tea time
[dscrdvrsc] <stretcher83> @Godballz what cpu are you packing in your rig bud ?
[dscrdvrsc] <Cruz> @stretcher83 Haha
[dscrdvrsc] <stretcher83> Iv got two quad cores , not much for solo mining , but im still ready to give it ago if need be
[dscrdvrsc] <Cruz> @Godballz Will you bet 2k VRSC on me?
[dscrdvrsc] <Godballz> Haha
[dscrdvrsc] <Godballz> Umm
[dscrdvrsc] <Cruz> If I win, I can be like Gloryman and buy an FPGA and complain about CPU being irrelevant, at the same time
[dscrdvrsc] <Godballz> Sure. Some time locked ones
[dscrdvrsc] <Godballz> Should have enough time to pack my bags
[dscrdvrsc] <Godballz> I have an i7 4770k
[dscrdvrsc] <stretcher83> Id love to buy verus , iv just never used any exchanges yet
[dscrdvrsc] <stretcher83> Nice,
[dscrdvrsc] <Cruz> DigitalPrice is easy to use
[dscrdvrsc] <stretcher83> Reckon ill get 80mh/s on me cpu’s solo
[dscrdvrsc] <Godballz> Yeah it's really not that bad
[dscrdvrsc] <stretcher83> @Cruz i keep looking the exchanges but get lost
[dscrdvrsc] <stretcher83> Im trying to learn them from videos
[dscrdvrsc] <Cruz> If you really want help, DM me whenever
[dscrdvrsc] <Cruz> I'll send you screenshots and walk you through it
[dscrdvrsc] <Cruz> You can even call me
[dscrdvrsc] <stretcher83> That would be cool one day , when weve both got free time
[dscrdvrsc] <Cruz> Yeah, just use the Voice chat, in a spare Discord server
[dscrdvrsc] <Cruz> It is easy
[dscrdvrsc] <stretcher83> Iv got a bit of bitcoin , like £20 worth to get me started on the exchanges but im just waiting a bit longer , watching stuff ,
[dscrdvrsc] <stretcher83> No not been in voice yet
[dscrdvrsc] <stretcher83> Not my cup of tea
[dscrdvrsc] <stretcher83> It would be bloody easier though , typing is not my best form of communication
[dscrdvrsc] <stretcher83> Anyway , bed time for me , Stretcher signing out .


Cultural blog
After spending a very long time deciding whether I should I go to DBC I feel that DBC will be a worthwhile to utilize my summers. To be honest before joining I have asked so many questions to myself like will DBC be worth of to spend my time and money, Can they really make me a good programmer in just a small amount of time, Why can't I learn myself whatever they are teaching, Why should not I join any other bootcamp than this and after researching and also according to Shereef's video I found out the answer of all these question which are as Yes, DBC will be a worth to put your faith and time.I have heard a lots of reference for DBC from my friends and other peoples. They make you work 60-70 hour per week but also helps you to get comfortable with this. In the last you will find out all the hard work you have done was basically the combined effort of you and your mentor. They just don't teach you they actually work with you.
I was pretty nervous when I heard about it as how they make you work so hard but after looking at the Shereef's video I realize that it is this hard work which will in the last make you feel aha... I did it and also in the last as we all know Success doesn't come easily.


Across: 1. They may pull ropes to align compass (14) 9. Fine net is tangled in gale! (7) 10. Sleek model made of rare fir (7) 11. Wine found right in river! (5) 12. Simple argument from one in suit (9) 13. Gave life to Devil, as it turned out (9) 14. Clear litter right away, Sir! (5) 15. Taunts just irritate best Eton scholars initially (5) 17. Peacekeepers may be caught and strung up all the same! (9) 20. It's neither here nor there if Elizabeth Small goes into pub! (2 7) 22. Watchdog belonging to Venables? (5) 23.  Crazy about Queen in Chelsea? (7) 25. Bob Springer is behind puzzle for nosy consumer (7 7) Down: 1. Wines and spirits, for some writers? (8 6) 2. Sounds like nothing more than a feline animal (7) 3. Silly artist and scholar come back with a bloomer! (9) 4. Swimmer builds cot at work (7) 5. Curt and independent (7) 6. I m-managed top cricketer (5) 7. Star may be first one to follow emperor (7) 8. E-entertainer like Gazza? (8 6) 14. Cascades of water to make cosy brew (3 3 3) 16. Isn't he a bit young to be a bobby? Yes! (4 3) 17. He might upset one who lives at the top of the town (7) 18. Food taken from tin by chimps (7) 19. Bring assistance back, for example, on the record (3 4) 21. That is to say, pull the thing! (2 3)


We are at a pivotal moment as far as collaborative internet experiences are concerned. Due to current shelter in place situations across the world, there are many products releasing ‘long pending and debated’ collaboration features. It indicates a clear raise of use in collaborative features for specific experiences such as video watching, gaming, work and etc.
Below are a few examples of present collaboration feature landscape:
-
Collaborative video watching:
Instagram’s watch Party
Hotstar’s live streaming chat & quizzes
-
Collaborative Games: https://www.twitch.tv
Individual, small scale games like - https://www.drawasaurus.org/
House party joining epic games to make games collaborative - Reference
-
Collaborative Work
Zoom, Microsoft Teams, Google Meet, Zeplin and etc.
Below is an idea I propose internet browsers to offer. A co-browsing mode where each webpage or app can be used on the internet with context specific collaboration features enabled. Let’s call such framework / product suite as “co-browse”. Such experiences can be monitized well interms of advertisements In short -
Co-Browse - Surf, watch, play & work collaboratively on the internet.
-
Browse the web together
-
Watch your favourite videos with friends [C-watch/Watch party]
-
Play games with your friends [Co-play]
Read the news, posts, books, discuss with your interest groups, react..everything instantly from your phone or desktop browser. The Internet is more fun and productive!
Let me assume there is an imaginary browser BrowserZ. Below is how a press note descibes it’s collaborative product suite. I will also touch upon some monetization oppurtunities for such experiences by involving app developers, OEMs and advertising ecosystem as well. This is really important to drive adoption from developer community.
Press Release Note (Consumer facing)
BrowserZ announced their new product suite “Co-browse” which enables collaborative usage of the internet. This lets internet users browse web pages together with friends, watch photos and videos collaboratively, read and comment on books with other readers and play games in a multiplayer mode. This is available as a chrome and firefox plugin, Android/iphone app for all general purpose usage. Also, selectively available as an in-app/in-page offering for premium publisher’s websites and mobile apps.
Users can create public/private rooms, invite others for a co-watchig/co-reading or multi-player gaming sessions. Or, leave their comments or reactions on selected pages.
Below are a few anecdotes -
Seema, a housewife from New York says “I missed watching movies with my college friends from India. Now, we watch videos on youtube and prime video collaboratively through co-browse’s watch party mode. This is more fun and we feel connected back again. I also watch favorite chef videos and funny tiktok videos with my family group and don’t count on hours. Also, I receive useful tips and offers through notifications.” “My husband is an avid reader of books and he has his co-readers club with whom he reads all his science fiction stories and keeps sharing with me some thoughts of others”, she adds.
Ryan, a BD manager from Dublin says “I manage a geographically spread sales team of size 20 across 4 countries. We use co-browse to run our weekly review meetings. It’s very productive and easy to use.”
Tom, a fresh grad intern from CA says “I love playing small games on my phone and while travelling to work. Co-play helps me to play my favorite short duration games with others who are interested. We challenge each other and keep getting better at it. I receive useful tips through notifications.”
Press Release Note (Publisher, App developer & OEM facing)
BrowserZ announced their product suite “co-browse” for publishers, app developers and OEMs to make their users collaborate while going through their content. This is available as a set of easy to integrate APIs/SDKs for publishers who want to make their content more collaborative for the users and drive high engagement and repeat users. In the free version of the product suite, developers can choose various widgets/features that can be integrated in their web and mobile app. They can customize the ad placeholders and frequency. publishers can also use the free notifications features to promote new content among readers. The paid version of the suite lets publishers disable ads, run promos, gamify usage with rewards and etc.
John, GM of XYX says “We integrated BrowserZ’s co-browse reactions and notifications into our app on mobile and we see that we have 10X new traffic with 4X higher repeat users. Also, our ad revenues went up by 2X in the last 3 months.” , “overall, i received multiple positive notes from my partners and customers for awesome browse and video watching experience”, he adds.
Sample Usage Flow/features:
- Chrome/Firefox extension: A user can click on the “co-browse” icon from any page he is on to be able to enter co-browsing mode. This creates a private room with a shareable link. Users can share this with pre-existing groups or with individuals by copying this link or inviting. Alternatively, users can always join some existing public rooms to co-watch/play any topic.
- An invitee who received a link to watch/play can join by clicking on the link and providing a name.
- Mobile app: Users see either co-browse app or click on the “co-browse” icon on all app screens to enter the same mode.
- Users can watch videos/photos, read an article or play any game. They are given some default features if the owner of the site/app is not from premium co-browse publishers. The options depend on the nature of the activity (game/video/webpage) and can be customised by the room owner.
- Below are a few features (not limited to):
-
Group chat
-
Comments & Reactions/emojis
-
Bookmarks
-
Notes (private & shared)
-
Video/audio calling (enabled limitedly)
-
Invite more users
-
Usage history/timeline
-
In-app / browser based notifications (Relevant & Sponsored)
-
Customizable reactions widget and Social widget.
-
By default comments, messages have some minimal, in-context native advertising. Additionally there is some real estate for Ads reserved.
-
Premium Publishers: Premium publishers can enable their web pages and mobile apps for co-browsing and customize features to suit the nature of content. They are provided with ad-revenue share. Also, ads can be disabled upon a few terms.
-
There are some gamification based features available for premium publishers which help drive better engagement and rewards to users who initiate co-browsing.
Indicative CX:
Co-Browse Icon:
Similar to google cast icon, this icon shows up on every page or mobile app if a co-browse app/extension is installed. For publishers who are co-browse enabled, no installation is required. Example - Co-browse icon on a video.
Mobile sample:
Desktop sample:
Advertising/Monetization Opportunity:
- Strategically, this let’s media.net place ads on almost any web site or mobile apps that people use. As we know the webpage/app content, this lets us be able to target better with contextual advertising.
- Native ads can be placed in reactions, comments, chat messages. There can be many such placeholders identified.
- Co-watch and co-play happen for longer durations and ads can be rotated every X seconds or based on some events, giving us more opportunities.
- Notifications are used for organic reasons such as inviting people to join a room, remind of something, share content. This is another gateway for promotions, product offerings etc.
- Publishers/App developers want this to drive better engagement for their apps and increase time spent on apps. Also, the reactions widgets can be placed within the app/webpage for comments, likes and etc..
- Premium publishers get a few additional, premium features which are paid.
Marketing/Distribution:
Co-browse suite can be distributed as either a unified product or multiple micro products, depending on the user activities and publisher needs. a few of them listed below.
-
Default free offering, common across web with all features (Chrome extension, FF extension, mobile app)
-
Co-watch for all video streaming sites and apps. (Looks similar to- hotstar’s live streaming experience, instagram’s watch party)
-
Co-play for gaming (Similar to drawsarus or simplified twitch)
-
Co-read/Co-surf (Collaborative browsing, note sharing, comments, bookmarking for articles and books)
-
Co-work (Zoom+Flock style co-working, meetings app, productivity tool)
-
Reactions widget, social widget for premium publishers.
-
Co-browse website/app with popular rooms, trending etc.


Here it is midnight on my first weekend on Everyman 3. I lay down for 20 minutes at 10:30 PM, and now I’m awake until 3 AM when I take a 3 hour sleep. That’s the big sleep for the day, and the majority of the 4 hours a day rest.
So far it’s good. I’ve been allowing myself a cup of coffee when I first wake from a nap, but now I am wondering if it is interfering with my ability to take my naps. True, I am on day 4 and it is supposed to take a month to fully adapt, but I still feel I don’t get to sleep fast enough on the 20 minute nap. In another week I’ll have to see where I am …
My mental faculties are ok, but not the top of where they can be. I am not fully rested — but I am as rested as I was on a normal weeknights sleep. This is the first night to myself where I don’t need to work with the offshore teams. I’ve continued working on my long, backlogged TODO list. Today I fixed this blog and put it on GitHub. After 4 months I finally got the email at johnstorey.org working again. After I complete this post my plan is to evaluate ZSH as a Bash replacement. If I have time and motivation after that I will start going through the MIT Open Courseware classes for Scheme. I last programmed a Lisp language about 24 years ago (ouch! getting old, aren’t I!). Scheme did not exist back then boys and girls. But these days I keep bumping into Clojure, which is Lisp based. My thought is to
- Learn Scheme.
- Review the MIT Open Courseware algorithm classes that are in Scheme.
- Work through a paper I found to write a Scheme compiler in Scheme.
This will meet the goals I have of
- Getting back into a functional language.
- Lay a foundation for Emacs scripting.
- Refresh my algorithms knowledge — every developer needs to do this every few years.
- Write a compiler, which strangely, I’ve never done. In concept it seems simple. Read some text, follow rules to transform it, and end up with the final transform creating assembly or object code.
Not sure how far I will get on the Scheme front tonight as I am feeling an urge to space out and watch Season 3 of Fringe on Amazon. But it would be good to start.
I am enjoying the extra free time. I event started a light exercise routine again. At 11 PM I was the only one in the fitness center on a Friday night. The security guard gave me strange looks as she walked by, but hey, I am living unusual hours right now. I’ll monitor how the exercise interacts with my sleep schedule and overall rest.
Now, on to that ZSH evaluation …


Pushpin OSM
Tap download to fetch points
Done
Select Map
Bing Satellite Imagery
OpenStreetMap
Done
Pushpin OSM
LOG OUT
Version 1.1 build 25
Contact us / Report issue
Credits
Built by @lmnsolutions


|
||||||||||
| PREV CLASS NEXT CLASS | FRAMES NO FRAMES | |||||||||
| SUMMARY: NESTED | FIELD | CONSTR | METHOD | DETAIL: FIELD | CONSTR | METHOD |
java.lang.Object morfologik.fsa.FSA morfologik.fsa.ConstantArcSizeFSA
public final class ConstantArcSizeFSA
An FSA with constant-size arc representation produced directly
by FSABuilder
.
FSABuilder
| Field Summary | |
|---|---|
static int |
ADDRESS_OFFSET
Offset of the address field inside an arc. |
static int |
ARC_SIZE
Size of a single arc structure. |
static int |
BIT_ARC_FINAL
An arc flag indicating the target node of an arc corresponds to a final state. |
static int |
BIT_ARC_LAST
An arc flag indicating the arc is last within its state. |
static int |
FLAGS_OFFSET
Offset of the flags field inside an arc. |
static int |
FLAGS_SIZE
Size of the flags field (constant for the builder). |
static int |
LABEL_OFFSET
Offset of the label field inside an arc. |
static int |
LABEL_SIZE
Size of the label field (constant for the builder). |
static int |
TARGET_ADDRESS_SIZE
Size of the target address field (constant for the builder). |
| Method Summary | |
|---|---|
int |
getArc(int node,
byte label)
|
byte |
getArcLabel(int arc)
Return the label associated with a given arc . |
int |
getEndNode(int arc)
Return the end node pointed to by a given arc . |
int |
getFirstArc(int node)
|
java.util.Set<FSAFlags> |
getFlags()
Returns a set of flags for this FSA instance. |
int |
getNextArc(int arc)
|
int |
getRootNode()
|
boolean |
isArcFinal(int arc)
Returns true if the destination node at the end of this
arc corresponds to an input sequence created when building
this automaton. |
boolean |
isArcTerminal(int arc)
Returns true if this arc does not have a
terminating node (@link FSA.getEndNode(int) will throw an
exception). |
| Methods inherited from class morfologik.fsa.FSA |
|---|
getArcCount, getRightLanguageCount, getSequences, getSequences, iterator, read, visitAllStates, visitInPostOrder, visitInPostOrder, visitInPreOrder, visitInPreOrder |
| Methods inherited from class java.lang.Object |
|---|
clone, equals, finalize, getClass, hashCode, notify, notifyAll, toString, wait, wait, wait |
| Field Detail |
|---|
public static final int TARGET_ADDRESS_SIZE
public static final int FLAGS_SIZE
public static final int LABEL_SIZE
public static final int ARC_SIZE
public static final int FLAGS_OFFSET
public static final int LABEL_OFFSET
public static final int ADDRESS_OFFSET
public static final int BIT_ARC_FINAL
public static final int BIT_ARC_LAST
| Method Detail |
|---|
public int getRootNode()
getRootNode
in class FSA
public int getFirstArc(int node)
getFirstArc
in class FSA
node
or 0 if the node has no outgoing arcs.public int getArc(int node, byte label)
getArc
in class FSA
node
and
labeled with label
. An identifier equal to 0 means
the node has no outgoing arc labeled label
.public int getNextArc(int arc)
getNextArc
in class FSA
arc
and
leaving node
. Zero is returned if no more arcs are
available for the node.public byte getArcLabel(int arc)
FSA
arc
.
getArcLabel
in class FSA
public boolean isArcFinal(int arc)
FSA
true
if the destination node at the end of this
arc
corresponds to an input sequence created when building
this automaton.
isArcFinal
in class FSA
public boolean isArcTerminal(int arc)
FSA
true
if this arc
does not have a
terminating node (@link FSA.getEndNode(int)
will throw an
exception). Implies FSA.isArcFinal(int)
.
isArcTerminal
in class FSA
public int getEndNode(int arc)
FSA
arc
. Terminal arcs
(those that point to a terminal state) have no end node representation
and throw a runtime exception.
getEndNode
in class FSA
public java.util.Set<FSAFlags> getFlags()
FSA
getFlags
in class FSA
|
||||||||||
| PREV CLASS NEXT CLASS | FRAMES NO FRAMES | |||||||||
| SUMMARY: NESTED | FIELD | CONSTR | METHOD | DETAIL: FIELD | CONSTR | METHOD |


--- layout: default ---
"You're not supposed to be here. Turn back. The darkness cannot be breached." — Leviathan


At Nexino our constant endeavor is to innovate and create top quality products and services. Here are a few milestones we have achieved in our pursuit for excellence.
At Nexino our constant endeavor is to innovate and create top quality products and services. Here are a few milestones we have achieved in our pursuit for excellence.
At Nexino our constant endeavor is to innovate and create top quality products and services. Here are a few milestones we have achieved in our pursuit for excellence.


The idea of the *uiScroll directive usage is very similar to the use of *ngFor directive in the simplest case, but as it follows from the documentation, a special Datasource object needs to be passed instead of Angular Iterable. Datasource is an entry point to the uiScroll, that provides data flow from the host App to the Scroller. There are two common ways of how the Datasource could be defined:
{{ datasourceSampleLiteral }}
{{ datasourceSampleClass }}
The constructor argument in the second case should be an object of IDatasource type. Instantiating via operator new is needed for the Adapter to be available on the result datasource object (see Adapter demo page for details). Both of IDatasource and Datasource definitions could be imported from UiScrollModule:
{{ importSample }}
The IDatasource object we need to define in both cases
With the help of settings object the Scroller could be configured, as it is described on Settings demo page. On this page we are going to discuss the Datasource.get method implementation.


A little bit about me.
I've made my home base in the providence of Dallas. My journey into tech started with a degree in political science and a minor in management earned through the University of North Texas at Denton. As I started sharing my writing online, I was fascinated with how easily I could get my work out there. I was hooked and wanted to learn how to build my own site to fit my own specific needs.
That curiosity then opened a door that could never be shut. When I learned how to build my first website, I realized I found something that gave me the freedom & versatility I was looking for in my work. Now I've made a full switch to programming and development, where I can use my organizational skills and eye for detail to write clean, elegant code.
I develop the front & back-end of web sites & software apps. together, for each feature in the system.
This gives one greater visibility of progress, & less wasted time. I build the back-end functionality with Ruby & Ruby-Gems.
Hand-Coded HTML
My focus is writing clean. well-formatted, semantic HTML5 by hand to make sure that the content is easy to read, easy to collaborate, trouble-shoot & accessible.
Well-Organized CSS
I pride myself on writing CSS that is easy to read & build on. I focus on keeping my CSS lean & fast to load, & I make it a habit to stay up to date on current best practices.
Ease Converting PSD to HTML
You can trust me to take a designer's work, or PSD & quickly & accurately convert it into a webpage that is pixel-perfect match.


What is MobileSpace?
MobileSpace is a weekly meetup in San Francisco to enable developers to build and publish their own mobile apps with an excellent in-person community to teach and help accelerate your project to completion.
---
layout: default
---
MobileSpace is a weekly meetup in San Francisco to enable developers to build and publish their own mobile apps with an excellent in-person community to teach and help accelerate your project to completion.
{{ item.description }}


Agreement
Apprenticeship levy:
legal agreement to enable spending
Updated
Parties
The SFA; and
(1) The Employer.
Background
This Agreement sets out the terms for use of the Apprenticeship Funding Service by the Employer and the obligations by which the Employer agrees to be bound.
Agreed terms
1.Definitions and Interpretation
In this Agreement the following terms shall have the following meanings:
Apprentice: a person who works under an Apprenticeship Agreement.
Apprenticeship: the training and (where applicable) end-point assessment for an employee as part of a job with an accompanying skills development programme.
Prohibited Act: means:
- offering, giving or agreeing to give to any servant of the Crown any gift or consideration of any kind as an inducement or reward for:
- entering into this Agreement or any other contract with the Crown where a commission has been paid or has been agreed to be paid by the Employer or on its behalf, or to its knowledge, unless before the relevant contract is entered into particulars of any such commission and of the terms and conditions of any such contract for the payment thereof have been disclosed in writing to the SFA;
- committing any offence:
- under the Bribery Act;
- under legislation creating offences in respect of fraudulent acts; or
- at common law in respect of fraudulent acts in relation to this Agreement or any other contract with the Crown; or
- defrauding or attempting to defraud or conspiring to defraud the Crown.
SFA: the Secretary of State for Education, acting through the Skills Funding Agency, an executive agency of the Department for Education, whose principal address is at Cheylesmore House, Quinton Road, Coventry, CV1 2WT.
1.2
Unless the context otherwise requires, words in the singular shall include the plural and in the plural shall include the singular.
1.3
Unless the context otherwise requires, a reference to one gender shall include a reference to the other genders.
2.Purpose and Use of Funding
The Employer acknowledges and accepts that the Funding available in the Employer’s Digital Account is to support the Training of Apprentices and shall be paid directly to the Training Provider in accordance with the Funding Rules. The Employer understands that the Funding may not be used for any other purpose.
3.Commencement and Duration
3.1
Except where otherwise specified, the terms of this Agreement shall apply from the Commencement Date and shall continue in force until it is terminated in accordance with clause 17 of this Agreement.
3.2
By electronically accepting these terms and conditions, the Employer confirms it is authorised to use funds in the Employer’s Digital Account and agrees to be legally bound by this Agreement.


| FacialBurns {lavaan} | R Documentation |
A dataset from the Dutch burn center (http://www.adbc.nl). The data were used to examine psychosocial functioning in patients with facial burn wounds. Psychosocial functioning was measured by Anxiety and depression symptoms (HADS), and self-esteem (Rosenberg's self-esteem scale).
data(FacialBurns)
A data frame of 77 observations of 6 variables.
Selfesteem
Rosenberg's self-esteem scale
HADS
Anxiety and depression scale
Age
Age measured in years, control variable
TBSA
Total Burned Surface Area
RUM
Rumination, control variable
Sex
Gender, grouping variable
head(FacialBurns)


I won't spend much time discoursing on set and setting or anything since this wasn't a terribly psychadelic experience.
To begin, let me just say that I was quite fascinated by the PIHKAL entry for this chemical and the idea of 'smart drug', focus aid, chemical insight enhancement, or whatever you want to call it.
I took around 10mg at approximately 12 oclock at night. I had intended to hit the books and ascertain what, if anything, this drug might have to offer with respect to totally utilitarian (ie non-recreational/spiritual) consciousness altering properties.
It came on much faster than I have previously noticed a phenalthylamine to, and I felt undeniably speedy in 20 or 30 minutes. This stimulation was roughly similar to the mental aspects of something like caffeine or adderall, but physically seemed much more gentle.
You see I say gentle because, at one point, I was using caffeine fairly regularly to alleviate the irritation of waking up in the morning.  Not a big deal, but somewhat disconcerting. Also, lots of caffeine always makes my stomach pretty uncomfortable, and my muscles sore.
This contrasts quite a bit with 2C-D, since the body buzz resulting from it was actually somewhat pleasant.
I'd say it peaked around 2.5 hours after ingestion. The peak was actually slightly psychadelic: there were subtle breathing effects and some other mild visual distortion.
As for the studying, well.. I can't say it went well. My natural tendancy towards ADD was probably stronger if anything. However, I don't exactly feel right about calling Shulgin and company wrong either. The thing is, I don't doubt that this could be described as 'insight enhancing' given other circumstances. Had I been reading something (for english say, or a philosophy class) or an architect or artist working on studio homework, I actually think it might have gone great.
The kind of insight enhancement provided by this drug is not suitable for work that is ultimately methodical. I say that because I was doing math and computer science homework, and I didn't put even put a dent in the number theory OR the code.
Additionally, although I certainly wouldn't reccomend it until you've found a dosage appropriate for you, I imagine this would be very effective for long monotonous tasks such as driving.
Experience Reports are the writings and opinions of the individual authors who submit them.
Some of the activities described are dangerous and/or illegal and none are recommended by Erowid.


FAQ
Q: Will this work with FGL Pro?
A: No. FGL Pro doesn't have that function. Use
GPS JoyStick for that.
Q: Can this be used on iOS/Android?
A: Yes. Select the appropiate option above and click Download.
Q: Where can I find GPX Routes?
A: You can find already made routes
here and
here
Q: How do I import routes?
A: Open GPS JoyStick click the 3 line menu (☰) on the top-left corner and click GPX Import/Export. Proceed to import any .gpx file that you may have.
Afterwards click the Waypoints tab then the green button on the bottom right corner and choose "Create route from all".
Q: How can I contact you?
A: My Discord username is : SoaresPT#4000. Alternatively
click here to talk to me. Even if it's just to say Hi! :)